Re: [xmca] schools-without-computers-by-choice-and-conviction-that-they-dont-help-kids

[mike cole <lchcmike@gmail.com>]

I get stuck on that same possibility, repeatedly, Robert. :~}
Perhaps one reason I like to study playworlds.

At present we are engaged in a project using arduinos to create very simple
objects for an e-xmas activity with teens (twirling santa, . With the right
support it can be great, but if one gets too deep into a thicket without
sufficient support, one gets, ugh.... scratched up. (Which is where I
started, I guess).

We are documenting our bumbling around. If anything interesting turns up,
I'll pass along the resulting video.

mike

On Thu, Oct 27, 2011 at 2:17 PM, Robert Lake <boblake@georgiasouthern.edu>wrote:

> Maybe reality penetrates us :-)
>
>
> On Thu, Oct 27, 2011 at 5:14 PM, Huw Lloyd <huw.softdesigns@gmail.com
> >wrote:
>
> > On 27 October 2011 20:56, Huw Lloyd <huw.softdesigns@gmail.com> wrote:
> >
> > >
> > >
> > > On 27 October 2011 20:47, Greg Thompson <greg.a.thompson@gmail.com>
> > wrote:
> > >
> > >> Huw,
> > >> Is reality really something to be "penetrated."
> > >> -greg
> > >>
> > >
> > > If you wish to get from one side of a city to another, there are finite
> > > ways of doing so using conventional transport.  If you wish to
> articulate
> > > that intention in terms of a particular route, you will have to
> mentally
> > > penetrate the fog of obstacles from A to B prior to an accurate
> > > articulation.  Does 'penetrating to reality' sound better?  Hopefully
> the
> > > gist is clear.
> > >
> > >
> > ... but that also the intention successfully acted upon is a change and
> > thereby a form of penetrating reality.
> >
> > Linking with ideas around transitional phenomena (and the like).
> >
> > How does that sit, Greg?
> >
> > Huw
> >
> >
> > > Huw
> > >
> > >
> > >>
> > >> On Thu, Oct 27, 2011 at 11:45 AM, Huw Lloyd <
> huw.softdesigns@gmail.com
> > >> >wrote:
> > >>
> > >> > On 27 October 2011 19:17, Linda Polin <linda.polin@pepperdine.edu>
> > >> wrote:
> > >> >
> > >> > >
> > >> > > On Oct 26, 2011, at 3:42 PM, Huw Lloyd wrote:
> > >> > >
> > >> > > >
> > >> > > >
> > >> > > > Programming is part of a domain of articulated intentionality,
> of
> > >> > > > penetrating reality.  The issue with simplified environments is
> > the
> > >> > > minimal
> > >> > > > penetration.  One is limited to a scope that was designed for.
> >  The
> > >> > > spirit
> > >> > > > of programming goes beyond this to a deeper appreciation of
> > >> processes.
> > >> > >
> > >> > > I was trying to indicate the openness and range of the possible in
> > >> > > Minecraft, which doesn't sacrifice the playfulness that I find
> > lacking
> > >> in
> > >> > > straight up programming except for people who enjoy debugging. I
> do
> > >> find
> > >> > it
> > >> > > hard to grok programming as uniquely "penetrating reality,"
> though.
> > >> Could
> > >> > > you explain that? Perhaps I need "articulated intentionality"
> > unpacked
> > >> as
> > >> > > well since I see most goal driven construction efforts, e.g., to
> > >> create a
> > >> > > machine in Minecraft, as articulated and intentional.
> > >> > >
> > >> > >
> > >> > I can't say I recall writing 'uniquely', Linda.
> > >> >
> > >> > Huw
> > >> > __________________________________________
> > >> > _____
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> > >> > xmca@weber.ucsd.edu
> > >> > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >> >
> > >>
> > >>
> > >>
> > >> --
> > >> Gregory A. Thompson, Ph.D.
> > >> Sanford I. Berman Post-Doctoral Scholar
> > >> Department of Communication
> > >> University of California, San Diego
> > >> __________________________________________
> > >> _____
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> > >> http://dss.ucsd.edu/mailman/listinfo/xmca
> > >>
> > >
> > >
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>
>
>
> --
> *Robert Lake  Ed.D.
> *Assistant Professor
> Social Foundations of Education
> Dept. of Curriculum, Foundations, and Reading
> Georgia Southern University
> P. O. Box 8144
> Phone: (912) 478-5125
> Fax: (912) 478-5382
> Statesboro, GA  30460
>
>  *Democracy must be born anew in every generation, and education is its
> midwife.*
> *-*John Dewey.
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